Facial Expressions PDF Print E-mail

Children with limitations in their abilities to encode and decode emotions through corresponding facial expressions may be excluded from social and educational processes. Previous research has demonstrated that children with learning difficulties may suffer differentially in their ability to recognize and denominate facial expressions that correspond to the basic emotional states. This study evaluates the ability of children with mild learning difficulties to produce seven basic facial expressions (happiness, sadness, anger, afraid, disgusted, confidence, and surprise) in response to verbal commands.

Relevant Publications

Haddad, C. and Laouris, Y. (2011). The ability of children with mild learning disabilities to encode emotions through facial expressions. In Towards Autonomous, adaptive and context-aware multimodal interfaces: Theoretical and Practical Issues. Esposito, A., Esposito, A.M., Martone, R., Müller, V.C., Scarpetta, G. Eds.. Lecture Notes In Artificial Intelligence Springer-Verlag, Berlin, Heidelberg, 399-415.

Laouris, Y. and Haddad, C. (2009). The ability of children with mild learning disabilities to encode emotions through facial expressions. In Esposito A. et al (Eds): Development of Multimodal Interfaces: Active Listening Synchrony. Berlin-Heidelberg: Springer.

El-Haddad, C. and Laouris, Y. (2008). A new method to assess the ability of children to name (denomination) vs. express (mimic) facial expressions that correspond to specific emotions. Proc. Development of Multimodal Interfaces: Active Listening Synchrony , March 23-27, 2009, Trinity College, Dublin ( Ireland)

El-Haddad, C. & Laouris, Y. (2005). Introducing the concept of “emotions” in school curricula; Technology-assisted recognition and mimicking of facial expressions in a team of elementary school children with mild learning disabilities. Proc. 3rd International Multilingualism and Dyslexia Conference: Multilingual and Cross-Cultural Perspectives on Dyslexia, Limassol, Cyprus, 2005.

Laouris, Y., & El-Haddad, C. (1998). Preliminary results in assessing retention and learning attributes through the use of electronic story boards. 4th World Congress on Dyslexia (Halkidiki, Greece).

Laouris, Y., & El-Haddad, C. (1997). The use of electronic story boards in the assessment of retention and learning attributes. 2nd Congress of the Cyprus Society of Psychiatrists, Cyprus.

El-Haddad, C. & Laouris, Y. (2005). Emotive virtual reality tool for autistic children. Proceedings Cost219ter Workshop Accessibility for all. Ayia Napa Cyprus, Oct 7.

Stylianou S., Laouris, Y, & El-Haddad, C. (1993). Multimedia, A new tool to help the dyslexic. First Science and Innovation Fair. Cyprus.

El-Haddad, C. & Laouris, Y. (1993). How does your brain manage your memory. Academic Poster Session on Memory and Learning - Human and Computer. The Philips College, Cyprus.

Laouris, Y, & El-Haddad, C. (1993). The world of Dyslexia: A view from Inside. First Science and Innovation Fair. Cyprus.

Laouris, Y, & El-Haddad, C. (1993). Dyslexia, is it related to intelligence, success or failure in life? First Science and Innovation Fair. Cyprus.

Laouris, Y, & El-Haddad, C. (1993). Movement, Rhythm and Dyslexia. First Science and Innovation Fair. Cyprus.


Project Director: Dr. Yiannis Laouris

Project Coordinator: Christiane El-Haddad

Project Associates: Elena Aristodemou